發(fā)布時(shí)間：2018-08-23 09:23

【摘要】： 信息社會(huì),網(wǎng)絡(luò)將成為人們進(jìn)行自主學(xué)習(xí)、協(xié)作學(xué)習(xí)、終身學(xué)習(xí)的重要學(xué)習(xí)方式和主要學(xué)習(xí)工具。但是,我們?nèi)绾芜m應(yīng)網(wǎng)絡(luò)學(xué)習(xí)方式,樹(shù)立正確的學(xué)習(xí)觀念;如何針對(duì)學(xué)習(xí)任務(wù)進(jìn)入有效頁(yè)面,獲取、加工并處理信息轉(zhuǎn)化成為我們的知識(shí);如何組織并實(shí)施探究式學(xué)習(xí)活動(dòng),實(shí)現(xiàn)知識(shí)或技能不同情境的遷移;如何主動(dòng)參與網(wǎng)絡(luò)交流協(xié)作活動(dòng);如何監(jiān)控調(diào)節(jié)并評(píng)價(jià)學(xué)習(xí)過(guò)程等具體網(wǎng)絡(luò)學(xué)習(xí)問(wèn)題的解決,都有賴于網(wǎng)絡(luò)學(xué)習(xí)策略的支持。 本文首先通過(guò)對(duì)網(wǎng)絡(luò)學(xué)習(xí)定位及學(xué)習(xí)策略的涵義、特征等問(wèn)題的研究基礎(chǔ)上,進(jìn)一步從網(wǎng)絡(luò)學(xué)習(xí)策略的構(gòu)成成分和層次劃分兩個(gè)方向展開(kāi)網(wǎng)絡(luò)學(xué)習(xí)策略的深入研究,并給出了網(wǎng)絡(luò)學(xué)習(xí)策略宏觀層次模型、網(wǎng)絡(luò)學(xué)習(xí)策略微觀層次模型及二者的整合。宏觀層次策略是網(wǎng)絡(luò)學(xué)習(xí)策略之“本”,是對(duì)網(wǎng)絡(luò)學(xué)習(xí)中各種具體策略的提煉及整合。從整體出發(fā),結(jié)合了網(wǎng)絡(luò)技術(shù)、網(wǎng)絡(luò)學(xué)習(xí)者特征等內(nèi)外因素,作為一種學(xué)習(xí)的“戰(zhàn)略”,對(duì)網(wǎng)絡(luò)學(xué)習(xí)及網(wǎng)絡(luò)環(huán)境進(jìn)行宏觀調(diào)控。微觀層次策略是網(wǎng)絡(luò)學(xué)習(xí)策略之“輔”,是作為一種學(xué)習(xí)的“戰(zhàn)術(shù)”,直接用來(lái)指導(dǎo)具體的網(wǎng)絡(luò)學(xué)習(xí)過(guò)程。網(wǎng)絡(luò)學(xué)習(xí)宏觀策略是由多種微觀策略的共同作用來(lái)實(shí)現(xiàn)的,二者相輔相成。 其次,通過(guò)對(duì)網(wǎng)絡(luò)學(xué)習(xí)策略及其模型等問(wèn)題的研究基礎(chǔ)上,指導(dǎo)學(xué)習(xí)者網(wǎng)絡(luò)學(xué)習(xí)策略的獲得、訓(xùn)練及有效遷移,策略學(xué)習(xí)的目的是學(xué)會(huì)學(xué)習(xí),而策略學(xué)習(xí)的根本目的是新策略的生成,即學(xué)會(huì)方法的學(xué)習(xí)。此外,本文利用對(duì)網(wǎng)絡(luò)學(xué)習(xí)策略模型從宏觀和微觀兩個(gè)角度指導(dǎo)網(wǎng)絡(luò)課程的設(shè)計(jì)與開(kāi)發(fā),進(jìn)一步探討策略學(xué)習(xí)型網(wǎng)絡(luò)課程在設(shè)計(jì)時(shí)策略知識(shí)的具體應(yīng)用等問(wèn)題。 最后,本文通過(guò)“網(wǎng)絡(luò)學(xué)習(xí)行為觀察”研究活動(dòng)的設(shè)計(jì)與實(shí)施,實(shí)地觀察并記錄學(xué)習(xí)個(gè)體對(duì)網(wǎng)絡(luò)課程的學(xué)習(xí)行為表現(xiàn),以及對(duì)個(gè)體進(jìn)行策略的培養(yǎng)和訓(xùn)練,從而驗(yàn)證我們之前的研究結(jié)論。并進(jìn)一步思考,解決“信息迷航”、“高耗低效”等普遍問(wèn)題的策略對(duì)策。
[Abstract]:In the information society, the network will become an important learning method and main learning tool for people to study independently, collaborate and learn for life. However, how do we adapt to the online learning style and establish a correct learning concept; how to access effective pages for learning tasks, obtain, process and process information into our knowledge; how to organize and implement inquiry learning activities, How to transfer knowledge or skills in different situations, how to actively participate in network communication and collaboration activities, how to monitor and regulate the learning process and how to evaluate the learning process, etc., all depend on the support of network learning strategies. On the basis of the research of the network learning orientation and the meaning and characteristics of the learning strategy, this paper further studies the network learning strategy from the component and the level division of the network learning strategy. The macro level model of network learning strategy, the micro level model of network learning strategy and their integration are also given. Macro-level strategy is the basis of e-learning strategy. It is the extraction and integration of various specific strategies in e-learning. Starting from the whole, combining the internal and external factors such as network technology, characteristics of network learners and so on, as a "strategy" of learning, macro-control of network learning and network environment is carried out. As a kind of learning tactics, micro-level strategy is a kind of "assistant" of network learning strategy, which is directly used to direct the concrete learning process. The macro strategy of network learning is realized by the common action of many micro strategies, and they complement each other. Secondly, on the basis of the research on the network learning strategies and their models, this paper instructs learners to acquire, train and transfer online learning strategies. The purpose of strategy learning is to learn how to learn. The basic purpose of strategy learning is the generation of new strategies, that is, learning methods. In addition, this paper uses the network learning strategy model to guide the design and development of the network course from the macro and micro angles, and further discusses the specific application of the strategy knowledge in the design of the strategy learning network course. Finally, through the design and implementation of the research activities of "observation of online Learning behavior", this paper observes and records the learning behavior of the individual to the online course, as well as the training and training of the individual strategy. So as to verify our previous research conclusions. And further thinking, to solve the "information confusion", "high consumption and low efficiency" and other common problems of strategic countermeasures.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G434

【引證文獻(xiàn)】

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本文編號(hào)：2198610